T32 Research Training in Diabetes and Endocrinology

7.项目摘要/摘要 这项申请是培训补助金“糖尿病和糖尿病研究培训”的竞争性续展。 内分泌学，这将是该大学第一笔也是运行时间最长的T32基金的47-51年 匹兹堡的。这一长寿证明了该项目为博士后实习生提供 发展独立学术事业所需的研究/职业技能。在这段时间里， 研究环境发生了巨大变化，本培训计划已进行调整，以补充 改变。一个值得注意且相对较新的变化是医学研究的复杂性增加，需要 研究项目的跨学科整合。这一变化要求研究人员在一个 为医学研究的翻译重点提供彻底的基础的环境。除此之外，还有 在补充核心研究所需的辅助技能方面需要更强的能力 技能-包括项目、团队和多团队协作管理、拨款撰写、公开演示、 向独立过渡，以及其他。从历史上看，这些技能通常是“在飞行中”学习的，但现在 需要更有条理的方法。在本计划的当前周期内，我们勤奋地工作 实施这样一个计划，我们相信它已经取得了巨大的成功和成果。因此，我们的实习生 通过实践指导、点对点互动、研究体验、 真正集成的翻译课程、教育研讨会和演示机会 研究培训计划。在实践层面上，这反映在(I)杰出的研究机会，这些机会是 以三个研究中心(基础、临床和公共卫生/流行病学)为中心；(2)特别培训 具有基础、临床和公共卫生/流行病学研究专业知识的教师； 授课课程、研讨会和教育经验，包括硕士和证书课程， 支持和补充研究机会，并在许多情况下强调翻译主题；(4) 有组织的职业发展课程，传授从管理团队项目到演讲的各种技能 技能，通过从T32到K到R的赠款过渡；(V)加强对受训人员的持续评估方案 通过个人职业发展计划、三人指导团队，以及由 培训委员会，重点关注受训者的个性化职业发展；和(Vi)方案 监督医学研究中日益复杂的研究培训的管理，包括 内部和外部咨询委员会。我们对下一轮培训计划的期望是，我们将 继续每年培训4名博士后研究员，其中包括医学博士和博士，并将提供两到三年的时间 对每一位受训人员的支持。在编写本报告时，已有11名受训人员得到了#年的培训方案的支持 2016-2021年周期，已有8人毕业(3人仍在培训中)。七名毕业生申请或获得了 竞争拨款，7名毕业生继续积极从事研究工作，3名获得教员职位。 制作了19份第一作者同行审评出版物(共43份同行审评出版物)和27份 第一作者摘要在国家科学会议上发表。所有8名毕业生都至少发表了一篇第一 作者原创研究稿件。提交了18项赠款，其中11项获得了资助。这些指标 是我们培训计划持续成功的具体和明确的证据。

7. PROJECT SUMMARY/ABSTRACT This application is a competitive renewal of the training grant “Research Training in Diabetes and Endocrinology,” which would represent years 47-51 of the first, and longest-running, T32 grant at the University of Pittsburgh. The longevity is a testament to the success of the program in providing postdoctoral trainees with the research/career skills necessary for developing independent academic careers. Over that time period, the research landscape has changed dramatically, and this training program has adapted to complement the changes. One notable and relatively recent change is the increased complexity of medical research, requiring cross-discipline integration of research programs. This change necessitates that researchers operate in an environment that provides a thorough grounding in the translational focus of medical research. Added to this is the need for ever greater competency in the ancillary skills that are required to complement the core research skills – including project, group, and multi-team collaboration management, grant writing, public presentations, transitioning to independence, and others. Historically, these skills were often learned ‘on the fly’, but now require a more structured approach. During the current cycle of the program we have worked assiduously to implement such a program, which we believe has resulted in great success and outcomes. Thus, our trainees are continuously immersed through hands-on-mentoring, peer-to-peer interactions, research experiences, didactic classes, education workshops, and presentation opportunities in a truly integrated translational research training program. At a practical level, this is reflected in (i) outstanding research opportunities that are centered on three research hubs (basic, clinical, and public health/epidemiology); (ii) exceptional training faculty with expertise in basic, clinical, and public health/epidemiology research; (iii) access to a range of didactic courses, workshops, and educational experiences, including masters and certificate programs, that buttress and complement research opportunities and, in many cases, emphasize translational themes; (iv) structured career development courses that impart skills ranging from managing group projects to presentation skills, through the T32-to-K-to-R grant transition; (v) a continuous assessment program for trainees, reinforced by an Individual Career Development Plan, a 3-person mentoring team, and yearly progress evaluations by a Training Committee that focuses on the individualized professional development of trainees; and (vi) program management that oversees the ever-increasing complexity of research training in medical research, including internal and external advisory boards. Our expectation over the next cycle of the training program is that we will continue to train 4 postdoctoral fellows per year, with a mix of MDs and PhDs, and will offer two to three years of support to each trainee. At the time of writing, 11 trainees have been supported by the training program in the 2016-2021 cycle, and 8 have graduated (3 are still in training). Seven graduates applied for, or received, competitive grant funding, 7 graduates remain active in research careers, and 3 obtained faculty positions. Nineteen first author peer-reviewed publications were produced (43 total peer-reviewed publications), and 27 first author abstracts were presented at national scientific meetings. All 8 graduates published at least one first author original research manuscript. Eighteen grants were submitted and 11 were funded. These metrics represent concrete and categorical evidence of the continued success of our training program.